The Train from Hate is an idealized image of how racism was strong and endured by many African Americans during the early years. John Hope Franklin was one of the outspoken and influential writer and author of our time. Franklin sunrise to life was in the year of 1915 and transition to death was in the year of 2009. He passed away at the age of 94. His literary works spoke for itself. He dedicated his life works to the war against racism in the U.S. He became one of the best authors of literary works to many Americans around the world. There were many African Americans whom faced the sword fact of racial segregation for many years. Franklin had become a mere figure of faith and hope for the African Americans who believe in what he wrote. He …show more content…
As set-out in the article “The study of culture, ethnicity, and race in American psychology “Franklin’s literary works are characterized by honesty, straightforwardness and clarity in content without leaving any relevant content out.” (Betancourt and Lopez, 629). Because he was fair and unbiased with the work he was known to be one of the best African American authors that wrote literary works in the United States. Going back to one of Franklin best literary work “The Train from Hate” shares the story of what he and his family suffers while riding this train. The story talks about events that happen to his mother while on the train to Checotah. I will show in this essay how Franklin literary works relate to the main point of this story, …show more content…
It was in eye opener for many who endured the lawful acts of racism. Franklin story on the “The Train for Hate” shared how racism was not only a form of abuse, but an emotional roller-coaster for the mind. The way Franklin told the story through the eyes of a child gave it an innocent touch to it. It gave the reader security and insight on how important racism was in the United States. The author (Franklin) gave the readers description and dialogue so many Americans can go back in time and understand the realness of how places and people were segregated. Franklin gave a detail, dialogue on what his family on the day that they boarded the train. After being kicked off the train because of their skin color, the mother informs her child that it’s now always what it appear to be. The coach stopped in the wrong area and yet the conductor had no compassion for the fact that the mother had a small kid with her. Racism will never be really gone in the eyes of some. It may be lawfully removed from buildings, cars and school, but never out the minds of some people. As Franklin continues to write about his experiences, African Americans were ready to read the next best thing that he was writing. Today whites and blacks both have the right to choose and vote for whomever they like. As racism stood the test of time, we as a people and as a country
It shows that Negros were able to purchase their freedom and purchase the freedom of their family members. It shows a sense of equality in the way that free blacks could go to court and potentially win cases against white farmers. Free blacks owning slaves and indentured servants, some of which were white, could also be seen as equality. It also shows how free blacks had a thought of a future in the way that they drew up wills in which their family members were granted land and livestock. Knowing that white farming landowners and free blacks lived together in a sense of harmony goes back to the main theme of Myne Owne Ground. It shows that slavery is indeed an embarrassment to our nation. Knowing that blacks and whites were able to live together, trade, and be civil towards each other shows that slavery was unfounded and not
Douglass's Narrative brings an ugly era of American history to life as it weaves through his personal experiences with slavery, brutality, and escape. Most importantly Douglass reveals the real problem in slavery, which is the destructive nature of intolerance and the need for change. Douglass refers many times to the dehumanizing effects sla...
middle of paper ... ... This moment is especially powerful because it allows Douglass to extend the scope of his influence. He makes an attempt to show that all people are the same, there are no exceptions. There will also come times when things will change as long as there are people who can recognize and tolerate otherness without harming others.
As both the narrator and author of “Narrative of the Life of Frederick Douglass: An American Slave, Written by Himself” Frederick Douglass writes about his transition from a slave to a well educated and empowered colored young man. As a skilled and spirited man, he served as both an orator and writer for the abolitionist movement, which was a movement to the abolishment of slavery. At the time of his narrative’s publication, Douglass’s sole goal of his writings was to essentially prove to those in disbelief that an articulate and intelligent man, such as himself, could have,in fact, been enslaved at one point in time. While, Douglass’ narrative was and arguably still is very influential, there are some controversial aspects of of this piece, of which Deborah McDowell mentions in her criticism.
Frederick Douglass and Richard Wright wrote memoirs recounting their experiences with racism. Though their writing styles are completely different from one another, the subjects they discuss are similar. After reading each piece they have both made me empathize with their feelings, however different their lives are from mine. Their memoirs, My Bondage My Freedom and Black Boy, provide insightful images of the racist and cruel treatment these writers experienced. Despite all of their stylistic differences, after both excerpts I understand the passion they felt for the hatred they endured.
Lizabeth is a fourteen-year-old, African American girl who is growing up in the Great Depression. She’s witnessed extreme hunger and poverty, which is shown: “In those days everyone was as hungry and ill clad as we were.” She knew that everyone around her was in this together. “Poverty was a cage in which we were all trapped” (3). When Lizabeth attacks Ms. Lottie’s marigolds, she does it on reflex, she sees that everyone around her is suffering, so the one symbol of hope she destroys in attempt to make herself feel larger or superior to these flowers that brought happiness in time of depression. Immediately after, she doesn’t feel any self-pride from her actions, proving that the war that was playing inside her head was only made worse. Overall, character development plays a large part in telling the short story. Lizabeth learns from her actions and though things around are tough, she must stay strong not only for herself but the people around
Franklin, John Hope. From slavery to freedom: a history of Negro Americans. 3rd ed. New
Many African-Americans went through the tragic hardships of slavery, but not many were able to live through to tell their stories. In the book, The Narrative of the Life of Frederick Douglass, written by himself, the concept of defeating slavery is applied. Douglass was a slave who had the opportunity to educate himself and later free himself from the mistreatment. He was able to then tell his story of what he had been through to hopefully promote change. Douglass writes this narrative to not only make a difference, but to inform the readers of the corruption slavery can cause, by using rhetorical appeals such as ethos, logos, and pathos.
In lines 354-356 it says “That violent, crazy act was the last act of childhood.” This goes along with the theme because she’s finally growing up and understanding the true importance of the marigolds. She learns to stay away from judgments, and begins to have empathy for others. Lizabeth becomes more mature and grows from childhood to early adulthood. She
The theme of the story is maturity. This is because in the beginning of the story, Lizabeth had no sense of compassion for others. Lizabeth’s character had some hardships, and she was beginning to realize that she was growing up, but didn’t know the pace she was growing at. She was living in rural Maryland during the Great Depression as an African American, which can create many problems such as her dad not having any luck finding a job. Lizabeth’s mother had a job and was the breadwinner of the family. This really disturbed Lizabeth’s dad, who seemed to be going through a mid-life crisis and believed that he was worthless to his family and that he had failed them. For the first time, Lizabeth heard her father cry. This made Lizabeth fear because so many things in her life were going wrong, but hearing this
Slavery was a hopeless ordeal for the African American race. They spent their days laboring away at plantations to farms to factories, from the crack of dawn till the fall of night. Earning just enough to provide for themselves and their families, the industrious slaves would work through the harsh and painful conditions forced upon them by their so called “owners”. A key figure from the mid-1800’s slavery era was Frederick Douglass, author, abolitionist, social reformer, and former slave. Douglass’s most important legacy left behind by him was his use of words to fight for the freedom of himself and the rest of the African American population. Douglass’s best-selling novel, Narrative of the life of Frederick Douglas, concerned the freedom
America in the mid to early nineteenth century saw the torture of many African Americans in slavery. Plantation owners did not care whether they were young or old, girl or boy, to them all slaves were there to work. One slave in particular, Frederick Douglass, documented his journey through slavery in his autobiography Narrative of the Life of Frederick Douglass. Through the use of various rhetorical devices and strategies, Douglass conveys the dehumanizing and corrupting effect of slavery, in order to show the overall need for American abolition. His use of devices such as parallelism, asyndeton, simile, antithesis, juxtaposition and use of irony, not only establish ethos but also show the negative effects of slavery on slaves, masters and
Whether the two characters were able to realize it at the time or not, the decisions that they made, purely to prove a point to others, affected their lives greatly. When Lizabeth decided to throw the rocks at Miss. Lottie’s marigolds, she did so to prove to the other children that she was not afraid. This event was important, as it allowed Lizabeth to channel her anger and act out. If Lizabeth had not tried to destroy the marigolds, there is a possibility that she would not have completely destroyed them towards the end. The Lawyer made a similar mistake when he agreed to surrender fifteen years of his life in order to prove to the Banker that he was capable of doing so. The Lawyer put a great deal of stress upon himself to win the bet, which led to depression and loneliness. If the Lawyer had tried to make his point using a different method, he would not have been so lonely. The decisions that both characters made affected their lives in different ways, but ultimately led to the discovery of
Before overhearing the conversation, Lizabeth already has a sense of guilt as she finishes attacking Miss Lottie: “Suddenly I was ashamed, and I did not like being ashamed.” The conflict of not being either a child or an adult yet both together has been in her mind badgering her. After overhearing the conversation, she realizes that she is the oldest kid of all the kids she plays with, and she should be aware of her responsibilities for their
This part of the plot is the climax in Act V of Pygmalion and here it is exemplified that Liza has matured and realizes that she was being treated inhumanely. Her transformation from a girl with no manners and lack of speech skills to a woman with refined speech and eloquence brought Liza to realize that no matter her position socially she should be treated as an equal. It has been brought to light that she is not on the same level as Higgins because Higgins sees both the rich and poor versions of Liza as the lowest of the low, when in fact through her "new self" she is a symbol for power and respect, especially as a female in the Victorian